TY - JOUR A1 - Thirouard, Maria A1 - de la Villèsbrunne, Marie A1 - Bernaert, Oliver ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - From MOOC to “2M-POC” BT - an approach to transform a traditional MOOC to an efficient multi-modal learning path for companies JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - IFP School develops and produces MOOCs since 2014. After the COVID-19 crisis, the demand of our industrial and international partners to offer continuous training to their employees increased drastically in an energy transition and sustainable mobility environment that finds itself in constant and rapid evolution. Therefore, it is time for a new format of digital learning tools to efficiently and rapidly train an important number of employees. To address this new demand, in a more and more digital learning environment, we have completely changed our initial MOOC model to propose an innovative SPOC business model mixing synchronous and asynchronous modules. This paper describes the work that has been done to transform our MOOCs to a hybrid SPOC model. We changed the format itself from a standard MOOC model of several weeks to small modules of one week average more adapted to our client’s demand. We precisely engineered the exchanges between learners and the social aspect all along the SPOC duration. We propose a multimodal approach with a combination of asynchronous activities like online module, exercises, and synchronous activities like webinars with experts, and after-work sessions. Additionally, this new format increases the number of uses of the MOOC resources by our professors in our own master programs. With all these actions, we were able to reach a completion rate between 80 and 96% – total enrolled –, compared to the completion rate of 15 to 28% – total enrolled – as to be recorded in our original MOOC format. This is to be observed for small groups (50–100 learners) as SPOC but also for large groups (more than 2500 learners), as a Massive and Multimodal Private Online Course (“2M-POC”). Today a MOOC is not a simple assembly of videos, text, discussions forums and validation exercises but a complete multimodal learning path including social learning, personal followup, synchronous and asynchronous modules. We conclude that the original MOOC format is not at all suitable to propose efficient training to companies, and we must re-engineer the learning path to have a SPOC hybrid and multimodal training compatible with a cost-effective business model. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624268 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Esveld, Selma van A1 - Vries, Nardo de A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - Valkenburg, Willem van A1 - Carlon, May Kristine Jonson A1 - Yokoi, Kensuke A1 - Gayed, John Maurice A1 - Suyama, Hiroshi A1 - Cross, Jeffrey Scott A1 - Jin, Tonje A1 - Xue, Wei A1 - Bruillard, Éric A1 - Steinbeck, Hendrik A1 - Meinel, Christoph A1 - Özdemir, Paker Doğu A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk A1 - Dixon, Fred A1 - Trabucchi, Stefania A1 - Khaneboubi, Mehdi A1 - Giannatelli, Ada A1 - Tomasini, Alessandra A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - Stetten, Alexander von A1 - Wittke, Andreas A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee A1 - Mair, Bettina A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte A1 - Thirouard, Maria A1 - Villèsbrunne, Marie de la A1 - Bernaert, Oliver A1 - Nohr, Magnus A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko A1 - Neuböck, Kristina A1 - Linschinger, Nadine A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Costa, Luis Felipe Coimbra A1 - Utunen, Heini A1 - Attias, Melissa A1 - Tokar, Anna A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar A1 - Wasilewski, Julie A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Jonson Carlon, May Kristine ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - EMOOCs 2023 BT - Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Research & Experience Track, the Business Track and the International Track. N2 - Vom 14. bis 16. Juni 2023 fand am Hasso-Plattner-Institut in Potsdam der achte European MOOC Stakeholder Summit (EMOOCs 2023) statt. Die Pandemie ist zum Glück vorbei. Sie hat einmal mehr gezeigt, wie wichtig digitale Bildung ist. Wie gut ein Land darauf vorbereitet war, zeigte sich in unseren Schulen, Universitäten und Unternehmen. In den verschiedenen Ländern haben sich die Probleme unterschiedlich manifestiert. Entsprechend unterschiedlich waren auch die Maßnahmen und Lösungsansätze. Die digitale Bildung, ob Micro-Credentials, MOOCs, Blended-Learning-Formate oder andere E-Learning-Tools, erhielt einen großen Schub. EMOOCs 2023 befasst sich mit den Auswirkungen dieser Notsituation. Wie hat sie die Entwicklung und Bereitstellung von MOOCs und anderen E-Learning-Angeboten in ganz Europa beeinflusst? Welche Projekte können als Modelle für erfolgreiches digitales Lernen und Lehren dienen? Welche Rolle können MOOCs und Micro-Credentials bei der aktuellen Transformation der Wirtschaft spielen? Gibt es eine Rückbesinnung auf die Routine, die wir aus der Zeit vor Corona kennen? Oder haben sich viele Dinge inzwischen fest etabliert, z.B. Remote Work, hybride Konferenzen, etc. Darüber hinaus wirft EMOOCs 2023 einen genaueren Blick auf die Entwicklung und Formalisierung des digitalen Lernens. Microcredentials sind nur der Anfang. Weitere Schritte in diese Richtung wären komplette Online-Studiengänge oder vollständige Online-Universitäten. Ein weiteres Schwerpunktthema ist die Vernetzung von Lernangeboten und die Standardisierung von Formaten und Metadaten. Beispiele für fruchtbare Kooperationen sind der MOOChub, das European MOOC Consortium und das Common Micro-Credential Framework. Die aus der Praxis und der Forschung gewonnenen Erkenntnisse werden auf der EMOOCs 2023 in vier Tracks und zusätzlichen Workshops zu verschiedenen Aspekten des Themas vertieft. In dieser Publikation stellen wir Beiträge aus dem Research & Experience Track, dem Business Track und dem International Track vor. KW - MOOC KW - digital education KW - e-learning KW - online course design KW - online course creation KW - micro-credential KW - micro degree KW - online teaching KW - MOOC KW - Onlinekurs KW - Digitale Bildung KW - Online-Lehre KW - Kursdesign KW - Onlinekurs-Produktion KW - Micro Degree Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576450 ER -